Abstract

Faculty in U.S. colleges of agriculture are encouraged to internationalize their classroom curricula, but further research is needed to determine how to best prepare faculty. This study explores the transferability of the technological pedagogical content knowledge model (TPACK), originally used for technology integration, to our proposed model, the global pedagogical content knowledge model (GPACK), for the effective integration of global concepts into content-specific courses. Interviews from eight program participants of a yearlong faculty development program imply combined faculty training in global issues, pedagogy, and content, rather than in an exclusive knowledge area, may more adequately prepare faculty for classroom internationalization.

Citation

Urban, E.R., Navarro, M. & Borron, A. (2018). TPACK to GPACK? The examination of the technological pedagogical content knowledge framework as a model for global integration into college of agriculture classrooms. Teaching and Teacher Education: An International Journal of Research and Studies, 73(1), 81-89. Elsevier Ltd. Retrieved September 1, 2024 from https://www.learntechlib.org/p/202390/.

Keywords

• curriculum development
• faculty development
• Global Approach
• higher education
• Internationalization
• Pedagogical Content Knowledge